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Foreign language learners must develop proficiency in the target language. They must find ways to deal with the challenge of learning foreign languages. Learners who are able to regulate their own learning through a variety of metacognitive and cognitive perspectives and procedures are more likely to meet this challenge successfully. This problem has already been studied by different authors. But self-regulation as applied to EMI has not been much developed yet. To bridge this gap this paper examines the self-regu...